Teacher Work Sample

6th Grade Soccer

Allison Rocco, Merin Smith, Hannah Lorenzen, Keven Cisnero
Dr. O’Sullivan
Fall 2019
SUNY Cortland

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 Table of Contents

Part 1: Standards and Learning Goals (Merin Smith)                   page 3

      Learning Goal 1 (Hannah & Keven)

      Learning Goal 2 (Merin)

      Learning Goal 3 (Allison)

Part 2: Assessment of Student Learning (Allison Rocco)               page 4-9

Part 3: Block Plan (Hannah Lorenzen)                                       page 9-10

Part 4: Analysis of Results (Keven Cisnero & Hannah Lorenzen)  page 11-14

Part 5: Grading (Merin Smith)                                                    page 15

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Standards and Learning Goals
The assessment that was unanimously decided between our group was to do a soccer unit since
all four teacher candidates were in the proficient stage of this unit and also physically literate in
the material. The first activity that the students were asked to do was an instant activity. For this,
we had students get into partners and grab a soccer ball. They were asked to stand across from
each other on the line and practice passing to each other while controlling the soccer ball; they
were invited to move further back if they felt comfortable to do so. This was appropriate for this
grade level because this is a skill that at this grade level students would know what to do. It
allows them to pick their own comfort level of distance to pass to. After a few minutes of the
instant activity, a whistle was blown and asked for the students to come sit in front of a cue
board. From here, the introduction of the teachers and the expectations of the lesson’s outcome
was talked about. Then, the cue board was used which a teacher candidate demonstrated what
particularly we were looking for and how to properly pass to someone. Attention was turned to
task one where students were dribbling the ball for about 5 feet and then passing to the next
person in line. Students were rotating in square in a clockwise direction. A demonstration was
given along with a check for understanding about the task. This was appropriate because students
are able to take the instant activity and move to this next progression which was moving with the
ball before passing to their partner. Finally, the last task was to be in a game like situation with
two offensive and 3 defenses; offense had to attempt to make 6/10 passes to their partner without
defense getting the ball. This was appropriate because it was small sided, and it put the students
in a game like setting while still getting multiple touches to the soccer ball. To conclude the
lesson, students were assessed on the content knowledge about the tasks as well as how they felt
during the lesson. This was appropriate because the material was either covered during the lesson
or it was how they applied this material which would be developmentally appropriate for the age.
At sixth grade, students are at the level where they can apply simple concepts to a task. Our
group created three learning goals for each domain based off of the National standards (SHAPE)
and the New York state standards (NYS). Hannah and Keven were responsible for learning goal
1, I was responsible for learning goal 2, and Allison was responsible for learning goal 3. For our
goal 1, we focused on our psychomotor domain. The goal was to have the students in the
utilization/ proficient stage of soccer at the end of the class period. This matched with NYS
standard 1 and SHAPE S1.M9.6, foot-dribbles with an implement with control, changing speed
and direction in a variety of practice tasks and the teachers used a checklist. Goal two was
matched with their cognitive domain and we wanted students to have them physically literate
about soccer on paper and apply it to the small sided game. On the assessment, questions were
asked about how to get open and we wanted to see if they could do this during task 2. This aligns
with our NYS standard 2 and the SHAPE standard S2. M3.6, create an open space by using the
width and length of the field/court on offense. This was assessed by a three question exit slip to
see their knowledge. And for our third goal, we wanted students to understand how they felt
during the game when working with other. Aligning this goal with the NYS standard 4 and
SHAPE standard S4. M5. 6, cooperate with a small group of classmates during adventure
activities, game play, or team building activities. This was assessed by a 2 question exit slip at
the end of the class period.  

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 Part 2: Assessment of Student Learning

Assessment Plan Overview: Psychomotor

Learning Goals Assessmen Format Accomodations
t

LG 1 (skill): Pre-Test Formal: Teachers used If we noticed students

By the end of the the checklist above to struggling, we would tell the
soccer unit, assess students passing defenders to play loose defense
students will be proficiency level.  to lessen the pressure on the
able to student.
proficiently pass
a soccer ball with Formative Informal: We used a We had a choice of lighter
defensive check for understanding soccer balls for the students to
pressure. several times use if they were having trouble
throughout our lesson. kicking a regular soccer ball.
This was to make sure Some students did not
students understood the understand the technique once
technique and that game play started, so teachers
students were paying would pause the drill and show
attention. the correct technique again.

Post-Test Formal: Teachers used If we noticed students

the checklist above to struggling, we would tell the
assess students passing defenders to play loose defense
proficiency level. to lessen the pressure on the
student.

Learning Goal 1: Skill

For the pre-assessment, the students played a small sided game in which 2 students were on
offense and three students were on defense. Each student had a goal to pass 6 times to their
group member. After about a minute and a half, the teachers instructed two defensive players to
switch to offense, and the offensive players to switch to defense. After another minute and a half,
the student on defense that has not been on offense will switch with one of the others on offense.
Since there were four teachers and about nine students, each teacher assessed two to three
students during the pre-assessment. This aligns with our learning goal for skill because the pre-
assessment is the basis for the rest of the unit, for the teachers to see what we should focus on for
the unit. This also aligns with the SHAPE America standards because the pre-test showed the
teachers which students need to work on what such as being confident and being able to move at
different speeds and directions and use both feet to dribble. For the formative assessment we
used an informal approach. Throughout the lesson, we used several checks for understanding.
We began by going through the cues and showed a demonstration of the proper way to pass a
soccer ball. For our first drill, we had the students pass back and forth with a partner. It is
important that the students are able to pass while moving to a moving target. So, as a progression
of stationary passing, we had the students in a large square pass to the student in front of them,
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then follow their pass and so on. After the formative assessment, we went on to our post-
assessment. For our post-assessment, we used the same testing procedure as the pre-assessment.
The teachers used the same checklist for the pre and post-assessment. There was no human error
because the teachers assessed the same students during the post-test as they did the pre-test. The
teachers used the same assessment procedures to ensure that we could compare and contrast the
pre and post-assessment results.

Assessment Plan Overview: Cognitive

Learning Goals Assessment Format Accommodations

LG 2 (Cognitive): Pre-Test Formal: Students We briefly went over the cues

By the end of the completed the for passing and answered
soccer unit, assessment above after students’ questions if they had
students will be the pre-test to test their them.
able to recite the 3 knowledge on passing.
soccer cues and
score a 3/3 on the Formative Informal: We went in If we noticed a student not
written depth when discussing understanding how to do
assessment. the cues. We used many something, we would pull
checks for them to the side and ask them
understanding. what they think was wrong
Reiterated the cues and try to have them correct
before, during, and after before we do.
the lesson drills.

Post-Test Formal: Students If a student is struggling

completed the during the assessment, one of
assessment above after the teachers would go over to
the post-test to test their the student and talk them
knowledge on passing. through the question to clarify
and misunderstandings. 

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Learning Goal 2: Cognitive

For the pre-test, the students completed an exit quiz after playing in the small sided game. Before
the small sided game, teachers briefly discussed the cues for passing a soccer ball, but they were
not given a demonstration. The assessment tested the students’ knowledge on passing a soccer
ball. The students had about 2 minutes to complete the quiz and were informed that they could
ask questions if they were confused. The teachers collected the quizzes once the students
completed it and saved them to compare to the post-test quizzes. This aligned with our learning
goal because the quiz would show us what we need to work on teaching in order for the students
to receive a 3/3 on their post-test quiz. This also aligned with SHAPE America standard 2
because one of the cognitive assessment questions discussed when they decided to pass the ball,
which is moving to open space. For our formative assessment, we discussed the cues in depth
and used many checks for understanding. We also informed the students that they would be
tested on the information that they were learning so they would be more focused. Throughout the
lesson, we would repeat the cues to remind the students of the key aspects of passing a soccer
ball. We used the same pre and post-test quiz to be able to compare the quizzes of the pre and
post-test. We used a formal approach since it was a quiz.

Assessment Plan Overview: Affective

Learning Goals Assessment Format Accommodations

LG 3 (Affective): Pre-Test Formal: After the Teachers encouraged the

By the end of the pre-test, students students to try their best.
soccer unit, students completed an exit
should feel slip on how they

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 comfortable and felt during the class.
confident when
passing a soccer ball. Formative Informal: During Teachers looked over the pre-
the lesson, teachers test affective exit slip and
gave the students focused more on the students
positive and that felt very uncomfortable and
constructive gave them more positive
feedback. feedback.  

Post-Test Formal: After the Teachers used positive

post-test, students pinpointing to encourage
completed an exit students. 
slip on how they
felt during the class.

Learning Goal 3: Affective

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For the pre-test, the students completed an affective exit slip to tell the teachers how they felt
during the class. After all of the students completed the exit slip, the teachers collected them to
compare them to the post-test exit slips. Throughout the class, the teachers were constantly
giving positive feedback to the students. Also, during the introduction, we told the students that
we expect them to be giving their peers positive feedback throughout the soccer unit. This aligns
with our learning goal because in order for the students to be more confident with their skills,
they need to feel good about themselves which can help if it comes from teachers or peers. This
aligns with the SHAPE America standard 4 which states that it is important for the students to
cooperate with their classmates, even if they are on different teams. We took an informal
approach for our affective formative assessment. Throughout the class, the teachers were giving
positive feedback to the students. We were also using the concept of positive pinpointing which
means when we see a student doing something good, we point it out for the class to see, so that
other students will do that to get positive feedback as well. Also, we continued to remind the
students that they should be giving positive feedback to the rest of their classmates as well. For
the post-assessment, we used the same exit slip as the pre-assessment so we could compare the
results. The goal was to have a better feeling from the students from the pre-test to the post-test.
This would mean that the students felt more confident for the post-test.

Part 3: Instructional Planning

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Block Plan
Soccer 
Passing 

Day 1:
Warm up - partner passing 
Lesson focus - kicking a soccer ball, cues and pre-testing
Fitness component - dynamic warm up 
Physical activity goal - using different muscles of the lower body 
Assessment - cognitive testing, name cues for kicking 

Day 2: 
Warm up - star passing drill
Lesson focus - different kinds of passing (outside foot, inside foot, long, short)
Fitness component - pedometer/fitness tracker
Physical activity goal - 500 steps throughout class time
Assessment - exit slip based on fitness

Day 3:
Warm up - box passing 
Lesson focus - passing with cues 
Fitness component - 5 minutes of cardiovascular endurance 
Physical activity goal - RPE of at least 5/6
Assessment - cognitive exit slip 

Day 4:
Warm up - partner passing while moving 
Lesson focus - passing the soccer ball while keeping your head up and avoiding collisions while
moving  
Fitness component - flexibility 
Physical activity goal - students will roll out their bodies on foam rollers to massage the body
and it’s a self-administered myofascial release
Assessment - peer assessment with cues 

Day 5:
Warm up - passing on target
Lesson focus - passing the soccer ball to the 10 cones trying to knock them down
Fitness component - cardiovascular endurance warm up  
Physical activity goal - students will do a variety of dynamic stretches to get blood pressure up
and muscles loose
Assessment - self assessment based on hitting the cones 

Day 6:
Warm up - 3 v 2 keepaway 
Lesson focus - offensive strategies 
Fitness component - walk, jog, sprints
Physical activity goal - students will reach their maximum speed and heart rate at least 2 times 
Assessment - affective exit slip 

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Day 7:
Warm up - 3 v 3 keepaway 
Lesson focus - defensive strategies 
Fitness component - flexibility 
Physical activity goal - students will complete 10 stretches with the resistance bands 
Assessment - self assessment on passing abilities and 

Day 8:
Warm up - 5 v 5 small sided game 
Lesson focus - game like situations 
Fitness component - cardiovascular strength  
Physical activity goal - complete the circuit of push ups, sit ups, lunges, planks and jumping
jacks 
Assessment - post assessment 

Part 4: Analysis of Results

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Data Analysis: Learning Goal 1 (skill) (include labeled & numbered charts)

     

Pre-assessment - As shown in the graph above, three students scored a 1, three students
scored a 2, two students scored a 3 and another two students scored a 4 on the pre test. This
was not very surprising due to the background knowledge this group of teachers have with
the sport of soccer. It is very common to be inconsistent when kicking a soccer ball
depending how familiar you are with the skill.  

      Post-assessment - 5 out of 9 students improved gaining two points or more on their
post test. The teachers candidates expected to see growth because of the amount of
repetitions and practice the students were getting for the skill. Over all, the other 4
students that participated in the post test showed at least 1 point of growth which still
shows improvement. 

      Reliability - This assessment is completely reliable because the knowledgeable

teachers were the ones assessing students as well as multiple opportunities to perform the
skill enough times. 

Adjustments - In the future we can raise the goal amount of steps due to the fact that every
student over exceeded the amount of steps we set out for them to achieve. As well as
providing an instant activity we the students are able to get moving as soon as the class
starts. This will also help them reach the goal amount of steps before the end of class. 

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Change in student learning - There was a very clear noticeable change in the students
learning. As shown in the graph 100% of those who participated in both pre and post test
showed improvement. 

    

Data Analysis: Learning Goal 2 (cognitive)

Pre-assessment - The Pre test was very informing, it told us what they already knew and
what they needed to improve on. All students got more than two questions correct which
was very good. 

     

Post-assessment - Similar to the post test many improved but most improved so well that 8
out of 9 that participated got all questions correct, this allowed us to have positive feedback
on our teaching it reassured us that students were listening and retaining information. 

Reliability and content validity - This is reliable because the teachers were the only ones
who graded the assessment. The content as well was reliable because it had enough
questions and information that ties into the lesson. 

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Adjustments - An adjustment that can be made for future references is adding more
questions to the assessment. That way it can cover more content and also give opportunity
for even more improvement due to the fact that there are more questions. 

Change in student learning - Tremendous growth in the students cognitive learning 90% of
students got all the questions correct and the one student who didn't was able to remain
consistent with a 2 out 3. 

Data Analysis: Learning Goal 3 (affective) 

      Pre-assessment - for this pre-assessment for the affective domain we wanted to see how
our students felt after they played a small sided game with two defenders on them. In order to
make the graph we had to convert our grading scale to numbers so based on how the students
were feeling after playing and having two defenders on you now is numbered one through five.
The scale on the graph is one = bad, two = eh, three = moderate, four = good and five = great. In
the graph almost every student was feeling moderate at the most, one student in the class felt
good about the defender situation. This wasn’t that surprising because not many people are
comfortable with defenders pressuring you when you have possession of the ball. 

      Post-assessment - during the post assessment you could tell just by watching them how
much more comfortable and confident they were when playing. Since they were used to the
defenders I think that helped a great amount, they’ve all done this activity before so they can
recall on past experiences for success during gameplay. 8/10 students improved in how they
were feeling during the game and student 8 felt the same with the defenders on them. 

Reliability and validity - this assessment is reliable and valid because it was what the students
were feeling and how they felt in different situations. For both the pre-test and the post-test we
asked the same questions, the first being how did you feel with two defenders on you? and the
other is did the 8 am class affect your performance? We also gave them the questions at the same
time for each lesson.    

Adjustments - If the students didn’t improve or feel more comfortable with the defenders on
them we could alter our numbers having either more or fewer people on the court or possibly
taking some more time to get the students ready for that change.  

Change in student learning -  I think the fact that almost all of the students felt better in the
post-test had a correlation to their learning, since they were more confident and felt at least
moderate while playing they most likely performed better as well. 8/10 students felt more
comfortable with more pressure on them while playing during the post test, one student felt the
same and student one didn’t have a post test score so we can’t determine if there was a change.

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 Part 5: Grading

(Include a labeled pie chart designating the three domains along with an explanation of your
grading scheme.)

Cognitive 20%- We thought that this was the second most important part of the lesson. It is
important that the students understand the movement and specific parts that the teacher
candidates go over. We want students to have the knowledge about the skill and be able to apply
it further into life.

Affective 10%- We thought that this was the least important part. It was based on attitude, but
we thought that since everyone is a physical education major that they would have a great
attitude already, want to participate and want the teacher candidate to succeed at their lesson. If
this was a class where they did not behave then we would consider making this more of a
percentage.   

Psychomotor 70%- we thought that this was our most valued aspect of the lesson grading. We
focused on proper form and demonstrated what it should look like. We need the students to be
able to move properly. We want the students to live a healthy lifelong lifestyle. The main part of
physical education is to have the students active. If students were unable to do the full task, we
implemented modifications to allow them to still succeed so there was no reason that students
would not be able to do the tasks. 

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